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2009-2010 6 th grade CRCT prep

2009-2010 6 th grade CRCT prep. Prepared for the 6 th grade gifted social studies classes by Mr. Banks.

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2009-2010 6 th grade CRCT prep

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  1. 2009-2010 6th grade CRCT prep Prepared for the 6th grade gifted social studies classes by Mr. Banks

  2. Included in this Powerpoint presentation is every Ga. Performance Standard for 6th grade Social Studies for the 2009-2010 school year (except reading across curriculum). Every effort has been made to verify all answers and data.

  3. SS6G1 The student will locate selected features of Latin America and the Caribbean. a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert. b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.

  4. SIERRA MADRES MTNS.

  5. Atacama Desert – Located in Chile La Mano del Desierto (Hand of the Desert)

  6. Andes Mountains

  7. You Must Know: Mexico Haiti Brazil Bolivia Colombia Venezuela Cuba Panama

  8. SS6G2 The student will discuss environmental issues in Latin America. a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.

  9. First thing to remember…pollution is not a good thing. Once you realize that, it’s not too hard to answer the standard. The Brazilian Rainforest are essentially the “lungs” of South America. If photosynthesis involves plants converting CO2 to Oxygen, then cutting down those plants is not such a good idea. …not to mention the destruction of wildlife and habitat for native peoples there. Mexico City has most of it’s wind currents blocked by surrounding hills and mountains. Therefore, air pollution sometimes can’t be blown out of the area for days…sometimes weeks! In Venezuela, the discovery of oil brought new wealth to the government. The same government that is supposed to regulate oil pollution and clean up. (does that look clean to you?)

  10. SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. • Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade. • b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.

  11. Teacher Talk: Compare how the location, climate, and natural resources of ____________affect where people live and how they trade. Translation:“How does where a place is, what it feels like and what it has, compare to another place?” Now all you have to do is make a simple comparison: Are there advantages for one country (or countries) over another (or others)?

  12. MEXICO VENEZUELA Where is it? Both nations have large coastlines and populations that rely on the sea for their living. Mexico is part of North America, but Venezuela is part of South America. Climate? Both Mexico and Venezuela have warm to semi-tropical climates in some parts of their countries. Both are influenced by weather patterns brought into their countries by the oceans. Natural Resources? OIL (petroleum) is now the chief natural resource for both countries. Venezuela has done a better job of exploiting that natural resource, but Mexico is working hard to catch up. Summary: Mexico and Venezuela are similar in climate and natural resources.

  13. CUBA Where is it? BRAZIL Cubais located about 90 miles from the southern tip of Florida. It is an island nation in The Caribbean Sea. Brazil is the largest country in South America with an extensive coastline touching the Atlantic Ocean where most of it’s people live. Many larger cities are surrounded by Favelas or large slum areas. Climate? Cuba’s climate is generally warm, mild and semi-tropical. It is often affected by ocean storms and hurricanes. Brazil’s climate is tropical and humid in many locations and warm and mild along the coastline. Natural Resources? Cuba has limited natural resources. They have nickel, copper and arable land. Brazil has extensive timber resources, as well as, gold and petroleum deposits.

  14. SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. • Describe the results of blending of ethnic groups in Latin America and the Caribbean. • b. Explain why Latin America is a region based on the languages of Portuguese and Spanish. • c. Evaluate how the literacy rate affects the standard of living.

  15. People of European, African and Native American heritage make up the 3 main ethnic groups in Latin America and The Caribbean. When European explorers began to land and colonize, they inter-married with many of the local Native American people. Those descendants make up a large percentage of the population in some countries. (and are sometimes referred to as Mestizos) The importation of African slaves into The Caribbean and Central and South America introduced another ethnic population into the region. Descendants of European and African mixed race are sometimes referred to as Mulattoes.

  16. Most of the languages spoken in Latin America today are based on Spanish or Portugese because those two European powers did most of the exploring and conquering in Latin America. (since both Spanish and Portugese are based on the old Latin language of the Romans…..Latin America) That is also why the Roman Catholic branch of Christianity is the predominant religion there. Both Spain and Portugal were (and are) Catholic nations.

  17. SS6G5 The student will locate selected features of Canada. a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

  18. The Canadian Shield….what is it? The Canadian Shield is a large geographic area in eastern and central Canada composed of bare rock that is between 540 million to 4.5 billion years old. It is also called the Precambrian Shield, or Laurentian Shield. The Canadian Shield is made up of some of the planet's oldest rock. It is not ideally suited for farming, but contains lots of mineral deposits that are valuable. http://videos.howstuffworks.com/hsw/5471-canada-the-canadian-shield-video.htm

  19. The Rocky Mountains are the largest mountain chain in North America. The Rockies cross parts of Colorado, Wyoming, Utah, Idaho, Montana, and Washington in the United States and parts of Alberta, British Columbia, the Yukon Territory, and the Northwest Territories in Canada. The length of the system is about 3,300 miles; the width is as much as 400 miles. The Continental Divide runs along the crest of the Rocky Mountains throughout most of their course. Rivers drain east to the Atlantic Ocean or Gulf of Mexico, west to the Pacific Ocean, or north to the Arctic Ocean.

  20. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. • Describe how Canada’s location, climate, and natural resources have affected where people live. • b. Describe how Canada’s location, climate, and natural resources impact trade.

  21. Most of Canada’s population live in the southern part of their country. Climate plays a big role in where Canadians live as they share some of the same latitudes as countries like Norway and Russia. Because of their proximity (closeness) to the United States, the US is Canada’s leading trading partner. Even though Canada has great mineral wealth and many other natural resources, most of those are not located near large cities.

  22. SS6G7 The student will discuss environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

  23. Acid Rain in Canada: Because so much of it’s population, cities and industry are located in the southern part of their country, so is most of Canada’s pollution. Gases emitted from factories, cars and even coal burning stoves can mix with water vapor in clouds and cause acid rain. Acid rain can kill plant life, poison waterways and destroy buildings (eats away marble and stone). Logging and timber companies are big business in Canada. They provide thousands of jobs for Canadians. However, because past generations of loggers and timbermen failed to properly re-plant and manage their forests…Canada is not growing it’s woodlands as fast as it should. Over 35 million US and Canadian citizens live along The Great Lakes. The Lakes provide food, employment, transportation and recreation for both countries. Industrial pollution and run-off from cities and large farms risk pushing The Great Lakes to the point where they may not be able to recover.

  24. SS6CG1 The student will compare and contrast various forms of government. • Describe the ways government systems distribute power: unitary, confederation, and federal. • b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. • c. Describe the two predominate forms of democratic governments: parliamentary and presidential.

  25. Governmental System, not type of government = How is the power moved? = The Central Government (The “Big Government”) = The State’s or Province’s Government (The Little Government) = The People…that’s us. Understanding a governmental system means understanding how these groups interact

  26. There are 3 basic governmental system models to choose from: Unitary, Confederate or Federal UNITARY GOVERNMENTAL SYSTEM Benefits: Government policies are enacted quickly. Downside: Little to no way for the people to have much say so in government In a Unitary System, power flows from the “Top down”. The people have little or no say in how their government operates. Ex: dictatorships and absolute monarchies

  27. A CONFEDERATE SYSTEM OF GOVERNMENT In a Confederate System, the States or Provinces can tell the Central Gov’t what to do. Downside: It can take a long time to get all of the states to agree on legislation. Gov’t. is forced to wait on agreements. Benefits: Each state has an equal say in how the National Gov’t. is run.

  28. FEDERAL SYSTEM OF GOVERNMENT Federal System: Much more interaction between the Central Gov’t. and the States or Provinces. Power is shared.

  29. b. ….determine citizen participation: autocratic, oligarchic, and democratic, etc…… Democracy - a form of government in which governmental power is retained by the people. (is usually exercised indirectly through a system of representation and regulated by elections) Oligarchy - a government in which control is exercised by a small group of individuals whose authority generally is based on wealth or power. (ex: Large landowners of European descent in Central and South America) Theocracy - a form of government in which a religious figure or belief is recognized as the supreme ruler, but the everyday laws are interpreted by religious leaders; a government subject to religious authority. Autocracy - A system of government in which supreme political power is held by one person. BIG QUESTION TO ASK: “How much say so would the people have under each of these forms of government?”

  30. c. ….the two predominate forms of democratic governments: parliamentary and presidential Sounds complicated, but it’s not……. Parliamentary government – The executive branch of government is nominated to their position by parliament, and are directly responsible to it; this type of government can be dissolved at will by the parliament Presidential - a system of government where the executive branch exists separately from a legislature and is generally elected by the people themselves. Ex: In Canada, the Prime Minister gets his job from the members of Parliament. They can boot him out, if they aren’t happy with his performance at any time. Therefore…he has to keep the members of Parliament happy most of the time in order to keep his job. Ex: In the US, the President is elected directly by the people. He (or she) doesn’t have to worry about making congressmen and senators happy all the time. His position is stable for 4 years (until the next election). It is not a “popularity contest” with the legislative branch of government.

  31. SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.

  32. SS6CG3 The student will explain the structure of the national government of Canada. a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.

  33. CANADAis all three…….. Canada is a constitutional monarchy In 1534 the King of France claimed possession of what is now Canada. Later, the British made Canada part of it’s Empire, and then granted it independence. The British Monarchy is part of all three branches of government. The Prime Minister, reports to The Queen’s representative in Canada (The Governor General); the monarchy is also a part of Parliament, and finally, all decisions made by the courts are given in the Crown's name. Canada is a parliamentary democracy The people elect members of Parliament to represent them. The executive branch of government is nominated to their position by Parliament, and are directly responsible to it; this type of government can be dissolved at will by the Parliament Canada is a federation Power is divided and shared between the central government and the provinces so that each region retains some management of its internal affairs. The central government, in Ottawa, create policies that directly affect upon both individuals as well as the provinces and territories Canadian citizens are able to exercise their rights through a federal democratic election process that allows them to elect members of Parliament, who represent them in the central government

  34. SS6E1 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

  35. A traditional economy - a very underdeveloped economy that often based on agriculture. A traditional economy is sometimes known as a subsistence economy. In some cases, currency may not even be used and barter may take place. A market economy - prices are determined by what the market will bring. Whatever people are willing to pay, determines the market value of an item. Ex: USA A command economy - prices and supplies are determined by the government Ex: Cuba

  36. Most countries have a mixed economic system. Areas like military defense cannot be allowed to operate as “free market” so the government controls it. Dear Soldier, Our Free Market economy didn’t raise enough money in taxes, so we couldn’t afford bullets. Please tell the enemy not to invade us, Love, Uncle Sam Worse case scenario if a country had a total free market economy How much the government controls the economy really determines what type of economic system they have. Ex: Cuba = Communist gov’t. = lots of gov’t. control = Command Canada = Parliamentary democracy = less gov’t. control (except military, education, health care) = Mixed

  37. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the functions of the North American Free Trade Agreement (NAFTA). d. Explain why international trade requires a system for exchanging currencies between nations.

  38. Specialization – economic term that refers to a country relying on a limited number of sources to generate income. Ex: Saudi Arabia has oil…but not much food. Yes they are rich, but they HAVE to buy groceries from other countries. TRADE BARRIERS: barriers that can limit trade Examples would be: tariff – a tax that can be placed on goods coming into a country from another country. “Yes Japan, you can sell your Toyotas here, but it’ll cost you $300.00 per car.” quota – a limit on the amount of goods that one country will allow another to bring into their country. “Japan will only be allowed to sell 1000 Toyotas in The United States.” embargo – a complete trade restriction on some or all goods being sold between nations. “Japan is not allowed to sell Toyotas in The United States anymore”

  39. NAFTA – North American Free Trade Agreement 1994 Agreement between The United States, Canada and Mexico designed to promote trade and eliminate trade barriers between the 3 nations.

  40. SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship.

  41. First, Just what is Gross Domestic Product (GDP)? -GDP is value of all final goods and services produced within a nation in a given year. Ex: The US has many different resources that we can use to make money. We have gold, silver, petroleum, etc… (things of value) For countries that do not have many high valued resources, their GDP is probably very low. So how can they maximize what they DO have???? • Educate and train their people = human capital • Purchase or build items that will allow you to make more money ex: a tractor or build an airport = capital investment Bottom line: countries with limited natural resources are less likely to be as successful as those with lots of natural resources…not always, but usually.

  42. SS6E4 The student will explain personal money management choices in terms of income, spending, credit, saving, and investing

  43. Income- Money received in exchange for labor or services, from the sale of goods or property, or as profit from financial investments. Ex: salary Spending- To pay out or expend money. Ex: buy something or pay a bill Credit - An arrangement for deferred payment of a loan or purchase. Ex: Visa or MasterCard credit card Savings- Avoidance of excess expenditure; economy. (2)A reduction in expenditure or cost. (3)Something saved Ex: savings account or a reduction in what is owed Investing- To commit (money or capital) in order to gain a financial return Ex: college education, buying stock

  44. SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

  45. EARLY SPANISH EXPLORERS OF THE NEW WORLD 1500 First contacts between Maya and Spaniards 1502 Montezuma II becomes Aztec emperor 1511-26 The island of Hispaniola(present day Haiti and Dominican Republic) is governed by Diego Columbus, Christopher Columbus’ son as Spain’s 1st New World possession. 1513 Balboadiscovers Pacific Ocean, Ponce de Leon names Florida 1519 Magellan, Portuguese explorer working for Spain, begins his voyage to circumnavigate the Earth, Hernando Cortés conquers Mexico 1521 Cortés captures and destroys Aztec city Tenochtítlán, will be renamed by Spanish as Mexico City 1524 –1546 Major period of Spanish conquest of Maya states 1532 Pizarro, with 180 men, takes Peru and destroys Inca Empire 1539-43 Hernando de Soto lands in Florida and explores territory that will become the Southeast United States (from Georgia to Texas). 1540 Father Bartolomé de las Casas denounces oppression of Indians by Spanish

  46. Hernan Cortes (Cortez) who defeated the Aztecs and conquered Mexico Pizarro capturing the Incan Emperor Altahualpa, thereby crushing the Incan Empire.

  47. The impact of The Columbian Exchange on Latin America (or after Columbus, then what…?) Exactly what types of things were “exchanged”? To the New World To Europe FROM THE NEW WORLD: Corn Potatoes Tomatoes Peppers Pumpkins Squash Chocolate Sweet Potatoes Turkey Tobacco FROM EUROPE (or because of it): Gunpowder Horses Christianity Slaves Cattle Pigs Sheep Wheat Oranges Bananas Coffee Rice Sugar Cane Grapes Olives Smallpox Influenza Measles Helped Spanish conquer and basic mode of transportation for hundreds of years Killing thousands who did not have any immunity to these sicknesses

  48. SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations. a. Describe the influence of African slavery on the development of the Americas. b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America. c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

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